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EYFS Framework / Curriculum

The Early Years Foundation Stage Curriculum




At all key stages, the overall intent is each pupil engages, achieves, and makes the most personal progress they can over time to enable them to have the most fulfilling, enjoyable, and independent life possible.


The EYFS has mapped out the intended progression and skills that lead towards to Early Learning Goals and any other key knowledge and skills, to enable pupils to know more, do more and remember more. Each pupil has 12 month outcomes set with parents/carers at annual review of EHCP. The outcomes target key next steps to achieve and retain. It links with the school curriculum. 


For each pupil their next step will be based on their assessed previous skills and knowledge rather than for their age or year group, it will be highly personalised. Due to the particular special needs of an individual pupil, some pupils may not have an even profile and steps may be broken down and further personalised. The curriculum provides the opportunity for pupils to access a broad and balanced curriculum at a differentiated level meeting statutory requirements.


The following form the foundation of all delivery:

  • engagement and enjoyment
  • communication and understanding
  • personal and social development including increasing awareness of self, their own emotions and relationships with others.
  • independence including life-skills


  Progression is not necessarily about movement up a ladder of skills and knowledge. Lateral

  progression is important in being able to apply the skills and knowledge that have been learned e.g.

  to different contexts, situations, with less scaffolding and support, with different people and in 

  different environments. Retention of the foundation fundamental skills and knowledge to embed into 

  the long term memory is also important- to know more, do more and remember more.


We want all pupils to have a successful transition into and out of our setting.




Pupils in EYFS access a curriculum that meets the entitlements within the Early Years Foundation Stage requirements. The curriculum has been planned and sequenced so that new knowledge and skills can be built on what has been taught before and each child's assessed abilities.


The Bridge provides high quality teaching. Before children start, teachers will gather information from parents/carers, any existing settings, any reports or other information to form an initial picture of what a child can do, their interests and about any specific needs.  Over time in the setting, the teacher and team will gather more information through the teaching process.  Targets will be set with parents/carers for the priority next steps at the annual review of EHCP or at other meeting. Teaching staff will be working also on the curriculum next steps and this is informed by the planned and sequenced knowledge and skills in a personalised way. Engagement in learning should be a key focus to support future access to learning. 


Children's learning is often play-based using high quality, age appropriate resources. Children are supported to join in both child-initiated and adult led activities. Alongside this, children will have access to group activities based on their needs.


Teachers will over time identify strategies to support each child to access the curriculum. Strategies may include; work/reward, intensive interaction, structured visual rewards, multi-sensory delivery, use of stories/rhymes and songs, repetition, time to respond, creation of opportunities for child to communicate, PECS, use of objects/photos/symbols of reference etc. In partnership with parents/carers, elements of NHS linked professionals may be integrated into the day balanced with the educational access to the wider curriculum. Quality interactions and modelling by staff are key are across all delivery. 


Children access phonics at the Bridge through the whole school scheme Twinkl which is a DFE approved scheme with a  systematic, systemic approach. Twinkl provides a progression building on listening and attention and a later sequence that is followed on learning letter sounds, blending and decoding.  It is important that adults model letter sounds correctly and advice can be given on this. There is published research from the DFE on the key principles to be followed for all children when learning it read and any suggested intervention e.g. from a professional needs to be aligned to be implemented in school. 


Themes will be used to support engage of pupils and introduce experiences and vocabulary and details are shared with parents/carers in the EYFS Newsletter.


Our practice is largely informed by the Early Years Foundation Stage (EYFS) Framework which is adapted to meet the needs of each individual child.  Further information about the EYFS Framework is available on the Foundation Years website. 


There are 7 areas of learning and development  identified in the EYFS framework:


Personal, social and emotional development (PSED)

PSED helps children to develop a positive sense of themselves and others. We aim to support children to be confident and as independent as possible. Activities support children to develop their social skills, a respect for others and the curiosity to want to explore and learn.



Communication and language  (CL)

CL supports children to develop their understanding and expressive language. A language rich environment is provided and differentiated to meet each child's individual needs. Developing communication skills linked to speaking and listening is a key part of the work we do within the department.



Physical development (PD)

PD helps children to learn by being active. This helps children to gain confidence, develop their coordination and movement. Children are supported to make healthy choices about the food they eat both at snack time and at lunchtime.




We provide many activities to support the development of reading and writing skills. We have a wide range of books and other reading materials within the department which children can access independently and with others. The development of writing skills is supported not only via traditional writing activities but creatively through, for example the use of computers and messy activities. Twinkle phonics scheme is used with a systematic synthetic approach.  The foundation of reading is listening and attention, understanding of language and communication. 



Mathematics (MD)

Children are provided with a wide range of activities to help them to develop an understanding of number, using number and shape, space and measures.



Understanding of the World ( UoW)

UoW provides children with the opportunity to develop the knowledge, skills and understanding that help them to make sense of the world. To help children to do this we enable them to use a range of tools and technology safely. We provide opportunities for them to encounter creatures, people, plants and objects in their natural environments and in real life situations. Children are supported to participate in practical 'experiments' and to explore a wide range of materials.



Expressive Arts and Design (EAD)

EAD enables children to explore and play with a wide range of media and materials. Children are also provided with opportunities and support to share their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance imaginative and role play activities, design and technology.




The aspiration for all pupils who attend the Bridge School is they achieve their potential in all aspects of their development. All pupils who attend the Bridge School, have severe/ profound learning difficulties. Many pupils have additional needs such as autism, physical disabilities, sensory impairments, complex medical needs etc. We work in a determined way to ensure that all pupils can achieve the most they can.


The outcome of the curriculum is highly individual. All achievement and progress is celebrated. Progress for our pupils can be demonstrated by:

  • Pupils making progress towards/achieving their intended outcomes set with parents/carers for 12 months within the EHCP annual meetings. These outcomes are informed by any relevant professionals working with the pupils.
  • Pupils making progress towards outcomes when reviewed in 6 month review meetings with parents/carers.
  • Pupils making progress/achieving in the curriculum planned by teachers. Progress and  achievement in all subjects are within reports to parents in either EHCP (annual review) report or annual Curriculum report.
  • Using existing skills in a wider range of contexts.
  • Supported transition within, in and out of the setting. 

If you wish to have more information about the curriculum please contact NIcola Davis (Head of Early Years) or Liz Masi (Senior Teacher Early Years).